Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality

Following Star (2005, 2007), we continue to problematize the entangling of type and quality in the use of conceptual knowledge and procedural knowledge. Although those whose work is guided by types of knowledge and those whose work is guided by qualities of knowledge seem to be referring to the same phenomena, actually they are not. This lack of mutual understanding of both the nature of the questions being asked and the results being generated causes difficulties for the continued exploration of questions of interest in mathematics teaching and learning, such as issues of teachers’ knowledge.RésuméDans la lignée de Star (2005, 2007), nous continuons de problématiser l’absence de distinction entre type et qualité lorsqu’il est question de connaissance des concepts et des procédures. Bien que ceux dont les travaux se fondent sur les types of connaissances et ceux dont les travaux se fondent sur les qualités des connaissances semblent faire référence aux mêmes phénomènes, ce n’est pas le cas en réalité. Le manque de compréhension réciproque, aussi bien de la nature des questions posées que des résultats obtenus, cause des difficultés pour l’exploration de questions importantes en enseignement et en apprentissage des mathématiques, par exemple la question des connaissances des enseignants.

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